Learning Neuroscience with Technology: A Scaffolded, Active Learning Approach

Real-life scenario blended teaching approach for nurturing inquisitive learning of central nervous system in medical students

Among the various systems taught in the preclinical phases, the nervous system is more challenging to learn than other systems. In this report, a novel teaching methodology, "real-life scenario (RLS) blended teaching," is described and its effectiveness in facilitating inquisitive learning in undergraduate medical students is evaluated. This mixed-method study was conducted among three groups (group 1, n = 83; group 2, n = 85; and group 3; n = 79) of undergraduate medical students (18-20 yr) in the neurology and behavioral sciences module. RLS was presented to students in the form of demonstrations, role-plays, videos, and group activities. Group 1 students underwent traditional teaching-learning sessions. Group 2 students underwent RLS blended sessions and were provided with multiple miniassignments in a vignette format. Group 3 students received RLS blended sessions, multiple miniassignments, peer discussions, multiple formative assessments, and facilitator feedback sessions. The student performances on different exams were compared in terms of their group, and their perceptions of RLS were documented. Students exposed to RLS sessions blended with multiple assignments, peer discussions, multiple formative assignments, and facilitator feedback sessions performed well in the final summative assessments (67.87%) compared with those exposed to RLS sessions and assignments (50.21%) or exposed to traditional teaching alone (50.34%). RLS sessions increased students' curiosity and motivated them to learn the subject well. RLS sessions stimulated student interest and facilitated their learning. RLS along with effective use of multiple assignments, formative assessments, and/or feedback sessions significantly improved student learning. This demonstrates the effectiveness of this active method in teaching various subjects with appropriate modifications.NEW & NOTEWORTHY In this report, a novel teaching methodology, "real-life scenario (RLS) blended teaching" is described and its effectiveness in facilitating inquisitive learning in undergraduate medical students is evaluated. Students exposed to RLS sessions blended with multiple miniassignments, peer discussions, multiple formative assignments, and facilitator feedback sessions performed well in the summative assessments compared with those exposed to RLS sessions and assignments or exposed to traditional teaching alone. Students preferred active teaching-learning techniques over the traditional method.

Interactive Laboratories for Science Education: A Subjective Study and Systematic Literature Review

In science education laboratory experimentation has a vital role for students’ learning enhancement. Keeping in view the importance of modern day technologies in teaching learning process, various interactive laboratories (ISLs) have been developed to assist students in hands-on experiments in science education. In this paper we describe the potential contributions of existing interactive science laboratories (ISLs) in the major subjects of science, i.e., chemistry, biology and physics. The existing ISLs include virtual labs and simulation software where users performed their experiments. Important problems and challenges in the existing ISLs are highlighted. The systematic literature review (SLR) methodology is used for article searching, selection, and quality assessments. For this study, 86 articles after final selection using SLR are selected and classified into different categories. Each article is selected after briefly studying its different information, including category of the article, key idea, evaluation criterion, and its strengths and weaknesses. A subjective study with field experts was also conducted to investigate one of our existing virtual lab about the practical implementation and to find out the key issues in its implementation and use. Then, considering the suggestions of the subjective study, some guidelines are proposed for the improvement of future ISLs.

Introducing students to neural communication: an embodied-learning classroom demonstration

Learning about neural communication can be a dry and challenging undertaking, particularly for students without a background in biology. To enhance learning of this and other STEM material, there has been a call for science educators to embrace the use of active learning techniques. The aim of this Brief Communication is to encourage the use of embodied metaphors in the university classroom by sharing an active learning method for introducing students to a number of key concepts in neural communication. The students work in pairs or small groups, using foam projectiles such as Nerf guns to work through several metaphors for electrical and chemical processes including action potentials, neurotransmission and receptor action, excitatory and inhibitory post-synaptic potentials and neurotransmitter inactivation. The activities are easy to stage and lend themselves well to customisation based on available class size, classroom space, and resources. Student feedback showed that the activities improved self-reported impressions of understanding and ability to convey key concepts to others. The activities thus can serve as a useful method of student engagement and help develop understanding of complex material in a neuroscience classroom.